Made available in DSpace on 2014-12-17T14:36:18Z (GMT). No. of bitstreams: 1
GianeBV_TESE.pdf: 2712429 bytes, checksum: e36f2f20584ff831e3b273c75e68c7f8 (MD5)
Previous issue date: 2011-04-05 / The accomplished researches in the education field focus on the importance of the accomplishment of
actions involved in the analysis of the needs to graduate teachers as a way to adequate to socialcultural
changing that require more and more a creative activity to prepare teachers in their graduation
perspective. The worry with a fail at school linked to public school students lead us to make this thesis
which goals are: investigate the needs of the graduation of teachers at public Elementary Schools
concerning to the subjacent knowledge to the development of a pedagogic practice of alphabetizing
with literacy and (re)create, with some teachers as active participants in the researches, knowledge
regarding the process of alphabetization with literacy , based on the graduation of teachers. The study
was accomplished in a municipal Elementary School in the Cear?-Mirim city, located in the state of Rio
Grande do Norte, which offers both I and II levels of the Elementary School, 7 teachers and the
principal of the school were subjects of our researches. The starting point was the needs of the
graduation as subject phenomena, socially created and that allow people to be aware of the goals of a
graduation. The investigative broach is qualitative, whose fundamental purpose is the understanding
of the meanings, symbols, values and intentions of the mankind actions, as regards to other humanbeing
and the contexts in which they interact. Within this context, we chose the investigation-action for
we consider this kind of research a place for investigation and professional graduation, in which
teachers and the researcher herself assume responsibility of problematizing, build the needs of
graduation and think about their practices. As proceedings to create and analyze data, we developed
participant observations during the activities in classroom; semi-structured interviews (individual and in
groups) with teachers and the principal; analysis of documents and meetings at school for reflexive
studies that enabled us to gather data in a pyramidal panoramic view and analyze the contents. The
research revealed that the analysis of necessities to graduate teachers is a resource able to contribute
to the planning of projects of keeping on graduating more properly, and thus create a critical and
reflexive identity for teachers. This way, it was possible the graduation necessities could be revealed
and also the knowledge of teachers as regards to alphabetization inserted in a perspective of literacy.
Nowadays, conceptualized needs upon difficulties of teachers, there is a tendency to translate them
into theorization of problems, without application to these knowledge of teachers, as well as their
wishes for changing, especially when those needs are built to analyze and consider concrete
practices. Therefore, the graduation experiences have enabled the abandon of a mechanical broach
for teaching reading and writing. It has also lead teachers to assume a posture of providing their
students the understanding about the reading and writing processes and their functions as social
instruments. The graduation theme contents allowed the knowledge to conceive reading and writing in
new perspectives, according to their social functions, so that they can improve the education with
literacy quality. This theoretical construction has enabled us to understand and consider the
necessities of the graduation as progressive process, and has given us the possibility of re-think our
own learning processes at the university and review the pedagogical practices of public school
teachers. Our conclusion is that once teachers consider their own graduation needs, it contributes to
change their concepts and practices in education and literacy, even though there used to be many
difficulties in their graduation and organization of the pedagogical work / As pesquisas realizadas na ?rea de educa??o t?m atentado para a import?ncia da realiza??o de
a??es voltadas para a an?lise de necessidades formativas como forma de ajuste ?s mudan?as s?cioculturais
que exigem cada vez mais uma atividade criadora na prepara??o dos professores na
perspectiva da sua forma??o. A preocupa??o com o fracasso escolar ligado ? alfabetiza??o de
crian?as que frequentam a escola p?blica nos levou ? constru??o desta tese que tem como objetivos:
investigar necessidades de forma??o de professores do Ensino Fundamental da escola p?blica
acerca de conhecimentos subjacentes ao desenvolvimento de uma pr?tica pedag?gica de
alfabetiza??o na perspectiva do letramento e (re)construir, com os professores participantes da
pesquisa, conhecimentos relativos ao processo de alfabetizar letrando , a partir de suas
necessidades de forma??o. O estudo foi realizado em uma escola municipal da cidade de Cear?-
Mirim-RN, que oferece Ensino Fundamental I e II, contando com a participa??o de 7 professores e
uma supervisora dessa institui??o, sujeitos de nossa pesquisa. Partimos do princ?pio de que as
necessidades de forma??o s?o fen?menos subjetivos, socialmente constru?dos que permitem a
tomada de consci?ncia dos objetivos para a forma??o. A abordagem investigativa ? de natureza
qualitativa, cuja premissa fundamental ? a compreens?o dos significados, valores, inten??es que os
seres humanos colocam em suas a??es, em rela??o com os outros e com os contextos em que
interagem. Nesse contexto, optamos pela investiga??o-a??o por considerarmos esse tipo de pesquisa
como um espa?o, tanto de investiga??o, quanto de forma??o profissional, em que professores e
pesquisadora assumem, conjuntamente, a responsabilidade de problematizar, construir necessidades
de forma??o e refletir as suas pr?ticas. Como procedimentos de constru??o e an?lise dos dados,
desenvolvemos observa??es participantes nas atividades de sala de aula; entrevistas semiestruturadas
(individuais e coletivas) com professores e supervisora; an?lise de documentos
escolares e sess?es de estudos reflexivos que possibilitaram a triangula??o dos dados e a an?lise de
conte?do. O percurso de pesquisa revelou que a an?lise de necessidades formativas dos professores
? um recurso capaz de contribuir para o planejamento de projetos de forma??o cont?nua mais
apropriados ? constru??o da sua identidade cr?tica e reflexiva. Neste sentido, permitiu que fossem
constru?das/reveladas necessidades de forma??o e a constru??o de conhecimentos dos professores
em rela??o ? alfabetiza??o na perspectiva do letramento. As necessidades conceitualizadas a partir
das dificuldades dos professores, das car?ncias percebidas e dos desejos de mudan?a manifestados
por eles, quando s?o constru?das na an?lise e reflex?o de pr?ticas concretas, tendem a traduzir-se
em teoriza??o de problemas, sem uma dimens?o de aplica??o de saberes. Desse modo, as viv?ncias
do processo formativo est?o possibilitando a reflex?o das pr?ticas de ensino da leitura e da escrita e
a assun??o de posturas mais voltadas para propiciar aos alunos condi??es de entendimento,
compreens?o e uso social dos escritos e da fun??o do sistema de escrita. Os conte?dos tem?ticos da
forma??o permitiram o acesso ao conhecimento de novas formas de conceber e trabalhar com a
leitura e a escrita e suas fun??es sociais e saltos qualitativos dos professores com rela??o ? pr?tica
de alfabetizar letrando. Essa constru??o te?rica nos possibilitou: conhecer e refletir necessidades de
forma??o no ?mbito da forma??o continuada de professores; ressignificar nossa pr?pria forma??o e
revisitar a nossa pr?tica como formadora de professores que atuam na escola p?blica. Conclu?mos
com a confirma??o de que a reflex?o dos professores sobre as suas pr?prias necessidades de
forma??o contribuiu para transforma??es de suas concep??es e pr?ticas de alfabetiza??o e
letramento, mesmo diante de dificuldades encontradas, tanto na forma??o, quanto na organiza??o do
trabalho pedag?gico
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14332 |
| Date | 05 April 2011 |
| Creators | Vieira, Giane Bezerra |
| Contributors | CPF:83844929487, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7, Braz, Anadja Marilda Gomes, CPF:19669305420, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797487P6, Rodrigues, Maria das Gra?as Soares, CPF:44405243468, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783941Y9, Lopes, Denise Maria de Carvalho, CPF:15678296434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5, Carvalho, Maria do Ros?rio de F?tima de, CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Leal, Telma Ferraz, CPF:40128881453, http://lattes.cnpq.br/2358658346044158, Campelo, Maria Estela Costa Holanda |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0033 seconds